Ainda pouco se sabe sobre as causas do transtorno do espectro autista (TEA) e seus efeitos na funcionalidade cerebral, porém, diversas pesquisas apontam que a condição esteja relacionada à uma conectividade diferenciada entre regiões do cérebro. A conectividade córtico-cerebelar tem sido tema de pesquisas nas últimas décadas em decorrência de novos achados que indicam que esta conectividade está relacionada ao aprendizado e refinamento de diversas funcionalidades do córtex. Acredita-se que uma falha na conectividade córtico-cerebelar poderia estar relacionada à falhas em funções sensorimotoras, cognitivas e emocionais. A investigação de regiões cuja conectividade córtico-cerebelar está alterada no TEA contribui para uma melhor compreensão deste transtorno. Assim, o objetivo deste trabalho é identificar regiões do cérebro cuja conectividade funcional com o cerebelo seja diferente entre indivíduos com desenvolvimento típico (DT) e diagnosticados com TEA. Para isto, utilizamos imagens de ressonância magnética funcional (fMRI) de 708 indivíduos em estado de repouso (432 DT e 276 TEA) com idades entre 6 e 58 anos coletados pelo consórcio ABIDE. Os dados foram pré-processados e divididos conforme regiões anatômicas do cérebro que foram adotadas como regiões de interesse (ROIs). Para determinar a conectividade funcional de cada região do córtex com o cerebelo, aplicamos o método de análise de componentes principais (PCA) nas ROIs do cerebelo e utilizamos um modelo regressão linear para cada ROI do córtex, sendo a série temporal da ROI do córtex a variável resposta e as componentes principais (PCs) do cerebelo as variáveis preditoras. Em seguida, identificamos as regiões com conectividade funcional diferente entre indivíduos com DT e diagnosticados com TEA através de um modelo linear que inclui como covariáveis, idade, gênero e local de coleta do dado. Identificamos cinco regiões do córtex que apresentam reduzida conectividade funcional com o cerebelo nos indivíduos com TEA, sendo elas: (i) giro fusiforme direito, (ii) giro pós-central direito, (iii) giro temporal superior direito e (iv) giro temporal médio direito e (v) esquerdo. Todas as cinco regiões são parte do sistema sensorimotor, e estão relacionadas à funções ligadas à sintomas característicos do quadro de TEA, como: sensibilidade à estímulos sensoriais, dislexia, prosopagnosia (dificuldade para reconhecer faces), dificuldade de compreensão de linguagem e dificuldade de reconhecimento de emoções em faces. Nossos resultados mostram que existem regiões do sistema sensorimotor que apresentam conectividade funcional com o cerebelo atipicamente reduzida em TEA, como corroborado por estudos de imageamento com tarefa específica e como hipotetizado por estudos de conectividade estrutural. Nós acreditamos que a conectividade córtico-cerebelar reduzida dessas regiões esteja prejudicando o processamento e aprendizado de funções sensorimotoras, levando ao surgimento de sintomas típicos do TEA. / Little is known about the causes of autism spectrum disorder (ASD) and its effects on brain functions. Several researches point that it may be related to differentiated connections between brain regions. The cortico-cerebellar connectivity has been theme of researches over the last decade given the new discoveries suggesting that this connection is associated with learning and tuning of diverse brain functionalities. It is believed that cortico-cerebellar connectivity impairment may be related to impairments on sensorimotor, cognitive, and emotional functions. For a better understanding of the condition, we aim at identifying brain regions that present a impaired cortico-cerebellar connectivity between TD and ASD. Thus, our goal is to identify brain regions where the functional connectivity with the cerebellum is different between subjects with typical development (TD) and ASD. We used functional magnetic resonance images (fMRI) of 708 subjects under resting state protocol (432 TD and 276 ASD) with ages between 6 and 58 years old collected by the ABIDE Consortium. Data was pre-processed, splited in anatomical brain regions, which were adopted as regions of interest (ROIs). To establish the functional connectivity of each cortical ROI to the cerebellum, first we applied the principal component analysis (PCA) on cerebellar ROIs. Next, we used a linear regression model to each cortical ROI time series as response variable and the cerebellum principal components (PCs) as the predictive variables. After that, we identified regions of different connections between TD and ASD subjects applying a linear model including age, gender, and data collection site as covariables. We identified five cortical regions with reduced functional connectivity with cerebellum on the ASD subjects, namely: (i) right fusiform gyrus, (ii) right postcentral gyrus, (iii) right superior temporal gyrus, (iv) right middle temporal gyrus, and (v) left middle temporal gyrus. All five regions are part of the sensorimotor system, and contribute to functions typically associated with ASD, such as: sensitivity to external stimulus, dyslexia, prosopagnosia (difficulty to recognize faces), language comprehension impairments, and recognition of emotional expressions impairment. Our results show that there are brain regions with atypical cortico-cerebellar connectivity impairment on ASD, in accordance with results from previous studies of tactography and task driven fMRI. We believe that the decreased cortico-cerebellar connectivity of these regions are affecting the learning process of sensorimotor functionalities, leading to typical ASD symptoms.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-03-20T12:47:08Z No. of bitstreams: 1 Luciana Maria Galvão Wolff.pdf: 905504 bytes, checksum: 075c5fa7927dda297ac0a30f867142ab (MD5) / Made available in DSpace on 2018-03-20T12:47:08Z (GMT). No. of bitstreams: 1 Luciana Maria Galvão Wolff.pdf: 905504 bytes, checksum: 075c5fa7927dda297ac0a30f867142ab (MD5) Previous issue date: 2018-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Introduction: There is a considerable increase in the number of children diagnosed with Autism Spectrum Disorder (ASD) and being this population with a great chance of presenting complex communication needs, the speech language pathology intervention with Augmentative and Alternative Communication (AAC) is essential. The scientific knowledge production on these areas, specifically on the construction of language assessment instruments considering communication possibilities with AAC on this population is still incipient. Thus, it is justified by the development of an assessment tool proposed here. Aim: This research was developed through two integrated studies: Study 1 - development and content validation on language assessment instrument (CSA_Linguagem) in small children with complex communication needs using AAC. Study 2 - Application of this instrument in children diagnosed with ASD. Method: Study 1: the instrument was prepared from a bibliographic review, along with the clinical experience of the researcher. The instrument was then evaluated by expert judges in the area and a new final version was constructed with the collaborations computed. Study 2, the instrument was applied on children with ASD, on interaction situations, using AAC graphic symbols. Results: Study 1: The Instrument was improved with the judges contribution. Study 2: it was possible to observe the communication form chosen by the child, and the possibility of some communication effect, in the use of the AAC. The instrument proved to be operational, easy to apply and low cost / Introdução: Existe um aumento considerável do número de crianças diagnosticadas com Transtorno do Espectro do Autismo (TEA) e tendo essa população grandes chances de apresentar necessidades complexas de comunicação, a intervenção fonoaudiológica com a Comunicação Suplementar e Alternativa (CSA) deve ser considerada. A produção de conhecimento científico nessas áreas especificamente na elaboração de instrumentos de avaliação de linguagem considerando as possibilidades de comunicação por meio da CSA com essa população é ainda incipiente. Dessa forma, justifica-se a elaboração do instrumento de avaliação aqui proposto. Objetivo: Essa pesquisa foi desenvolvida por meio de dois estudos integrados: Estudo 1 - Elaboração e validação de conteúdo do instrumento de avaliação de linguagem (CSA_Linguagem) em crianças pequenas com necessidades complexas de comunicação utilizando a CSA. Estudo 2 - Aplicação desse instrumento em crianças diagnosticadas com TEA. Método: Estudo 1 - o instrumento foi elaborado a partir de revisão bibliográfica, em conjunto com a experiência clínica do pesquisador. Em seguida o instrumento foi avaliado por juízes especialistas na área e uma nova versão foi construída, incorporando as colaborações dos juízes. Estudo 2 - o instrumento foi aplicado em crianças com TEA, em situações de interação com a utilização de símbolos gráficos da CSA. Resultados: Estudo 1: o instrumento foi aprimorado com a contribuição dos juízes. Estudo 2: foi possível observar a forma de comunicação eleita pela criança, e a possibilidade de efeitos na comunicação com o uso da CSA. O instrumento se mostrou operacional, de fácil aplicação e baixo custo

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-03-21T12:11:53Z No. of bitstreams: 1 Roseli Cristina Campos do Carmo.pdf: 745259 bytes, checksum: 890afe24a1ed24e904198529872b46b5 (MD5) / Made available in DSpace on 2018-03-21T12:11:53Z (GMT). No. of bitstreams: 1 Roseli Cristina Campos do Carmo.pdf: 745259 bytes, checksum: 890afe24a1ed24e904198529872b46b5 (MD5) Previous issue date: 2018-02-22 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Introduction Patients with ASD show a lot of changes in their communicative performance that may end up banning and / or tarnishing the development of social and linguistic features of the subject. For this reason communication has become the key focus on speech therapy interventions in these cases. Recent researches, contrary to what traditionally is postulated, have pointed out that the working with communication in teen and adult patients also have effective results. This project aimed to discuss, through a clinical case study, the effects of speech therapy in the communication of a patient with ASD, through the use of a therapeutic device, Kitchen Workshop. The choice of this device was determined not only by the adoption, in this discussion, of certain theoretical perspectives on language and subjectivity, and hence the communication itself, but also by the recognition of its effectiveness in speech therapy, as shown in some studies. Objective: describe and analyze the effects of using KW therapeutic device as a communication treatment for a teenager with ASD. Method It is a clinical case study of a 19-year-old male adolescent presenting diagnosis of autism spectrum disorder. The patient participated in ten Kitchen Workshop therapeutic group sessions. Conclusion: This study may clarify that working with adolescents is effective, unlike that postulated by the maturational views. If the clinical structure can ensure the patient to establish a broad discursive and subjective movement, just as the therapeutic device KW allows, which will consequently create opportunities for proper circulation in communicative scenes / Introdução: Os pacientes com TEA apresentam muitas alterações em seu desempenho comunicativo, que acabam interditando e/ou maculando o desenvolvimento das funções sociais e linguísticas do sujeito. Por essa razão a comunicação passou a ser o foco fundamental nas intervenções fonoaudiológicas nestes casos. Pesquisas recentes, na contramão do que tradicionalmente se postula, têm apontado que os trabalhos com a comunicação de pacientes adolescente e adultos também apresentam resultados eficazes. O presente projeto visou discutir, através de um estudo de caso clinico, os efeitos de uma intervenção fonoaudiológica na comunicação de um paciente com TEA, através do uso de um dispositivo terapêutico, a Oficina de Cozinha. A escolha deste dispositivo determinou-se não somente pela adoção, nesta discussão, de certas perspectivas teóricas sobre linguagem e subjetividade e, consequentemente, da própria comunicação, mas, também, pelo reconhecimento de sua eficácia no trabalho fonoaudiológico, já apresentada em alguns estudos. Objetivo: Descrever e analisar os efeitos do uso do dispositivo terapêutico OC no trabalho com a comunicação de um adolescente com TEA. Método: trata-se de um estudo clinico de caso de um adolescente de 19 anos de idade do gênero masculino que apresenta diagnostico incluído no transtorno do espectro autismo. O paciente participou de dez sessões de um processo terapêutico grupal em Oficina de Cozinha. Conclusão: Este estudo pode esclarecer que o trabalho com adolescentes é eficaz, diferentemente do que postulam as visões maturacionais, se a estrutura clínica for tal que assegure ao paciente o estabelecimento de uma ampla circulação discursiva e subjetiva, exatamente como o dispositivo terapêutico OC possibilita, o que vai gerar consequentemente, oportunidade de uma adequada circulação nas cenas comunicativas

Autism spectrum disorder (ASD) is recognized the world over as a major public health issue. Autism is highly prevalent, persists across the lifespan, and is characterized by behaviors that can profoundly impair typical functioning. Interventions based on behavioral strategies have proven effective, but there are significant barriers to care, including cost, intensity of treatment, and access to qualified practitioners. The impact of ASD and obstacles to appropriate care are magnified by systemic limitations in developing countries. Parent training holds promise as a method of disseminating therapy to underserved areas. This study investigated the effectiveness of a pyramidal parent training intervention in Macedonia. Fifteen parents of children with ASD were trained in three specific strategies for promoting prosocial skills: eye contact, compliance, reducing restricted repetitive behaviors (RRB). Parents reported daily ratings of these skills and their own confidence, action or engagement, and family distress. Participants were ethnic Macedonians from the capital of Skopje with at least one child with ASD between the ages of 2 and 13 years. This study utilized a single case research design. Data were collected per and post intervention using an interrupted time series design. Individual response was analyzed visually and Tau U effect sizes were calculated. Moderator and mediator effect was considered following the method initially established by Gaynor and Harris (2008). Effect sizes were small but significant for the group overall for all variables except restricted repetitive behaviors (RRB). The program was especially effective for younger children, those with comorbid hyperactivity, those with low to moderate symptomology, and those with no prior special education services.

The following study looks to examine the effect of an iPad application on the English Language Arts (ELA) skills of listening comprehension for students with significant disabilities. The procedure was evaluated using a multiple probe across participants single case design. Outcomes were measured for improved ELA skills after intervention and were also measured for student engagement. Building upon the research of recent studies that have sought to develop and adapt grade-level literature for students with moderate and severe disabilities, this study seeks to find the effectiveness of an adapted text version of To Kill a Mockingbird, by Harper Lee for high school students diagnosed with intellectual disability and/or autism. The implementation of this adapted text included evidenced-based supports such as time delay, the system of least prompts and picture supports taught in conjunction with the use of the iPad application. The need for future research and implications for practice will be discussed.

No description available.

Elementary students who demonstrate accuracy and speed in handwriting are better equipped to generate higher quality, longer composition. Unfortunately, students with autism spectrum disorder (ASD) tend to encounter significant difficulties with legibility, size, and speed of handwriting. The present study used a single-subject, multiple-baseline design across participants to examine the effects of CASL (Center for Advancing Student Learning) Handwriting intervention on handwriting accuracy and speed for three early elementary students with ASD. The dependent variable was correct letter points (CLP) and error letter points (ELP) as measured on a 90-s sentence copy probe. The intervention was delivered over eighteen, 20-min sessions which included alphabetic knowledge activities, explicit instruction in handwriting, and timed practice with goal-setting, praise, performance feedback, and self-graphing. After starting intervention, all students showed immediate increases in overall handwriting accuracy. Throughout intervention, handwriting accuracy continued to improve for each student, and handwriting speed increased for 2 of 3 students. However, the observed gains fell short of high levels of accuracy needed to achieve fluency as a learning outcome. Results extend prior research on handwriting intervention for students with ASD, the CASL Handwriting Program, behavioral fluency theory, the Instructional Hierarchy, explicit instruction, and timed practice.

Children with autism spectrum disorder (ASD) often do not use their leisure time appropriately. Previous studies have shown that children with ASD tend to engage in inappropriate actions and maladaptive behaviors (such as engaging in stereotypy and tantrums) that decrease their quality of life. Establishing age-appropriate leisure skills is important for these children as these skills have been recognized as fulfilling habilitative needs, and can increase the quality of life and social acceptance and decrease the amount of stress for these individuals. The present study used a multiple baseline across-participants design to investigate whether children with ASD can learn and maintain the skill of photography. Eight children (5 boys and 3 girls, ages 5-16) with ASD were taught using behavioral skills training to engage in an appropriate leisure skill–taking pictures. When mastery criterion was met during training (participants were able to take two consecutive pictures following the six operationally defined steps), participants completed a follow-up three weeks later to examine whether they were able to maintain the skill. Six out of the eight participants were able to successfully learn how to take pictures. This study furthers the current literature on teaching leisure skills to children with ASD and future studies can focus on expanding appropriate leisure skills that are taught to children with ASD, as well as measuring the effects (i.e. social, therapeutic) of learning photography, in addition to other leisure skills.

Autism spectrum disorder (ASD) is currently one of the most researched of all childhood developmental disorders and is receiving attention in many domains including popular media, social sciences, education, and medicine. The purpose of this dissertation was to design and provide initial psychometric evidence for a scale that measures police officer self-efficacy for working with individuals with ASD. Psychometric properties of a scale designed to measure knowledge of ASD were also explored. Data from 620 police officers actively serving in the United States were collected in two separate phases. A 13-item scale was created to measure police officer self-efficacy for working with individuals with ASD. Results from both phases indicated that the scale represented a unidimensional construct. Police officer knowledge of ASD was significantly and positively related to self-efficacy. Knowing more about officers’ knowledge and beliefs in their own capabilities to work with individuals with ASD can help inform future police education and training efforts.

The present study assessed if embedding high probability responding (high-p) into an attentional cue, versus a general attentional cue (GA), would result in students with moderate and severe disabilities displaying differential responding for grade level science vocabulary word identification. Using an adapted alternating treatments design, three students with autism spectrum disorder received an intervention involving a GA cue and one with a high-p to determine which is more efficient. Hypothesized results are that the attentional cue with a high-probability motor sequence would be more effective for teaching vocabulary word identification.